History & Geography · Grade 8 · Canada and the Global Environment · Term 3

Canada's Natural Resources: Environmental Trade-offs

Students investigate the environmental trade-offs and social impacts of large-scale resource extraction in Canada.

• Ontario Curriculum Expectations
• ON: Geography: Global Settlement: Patterns and Sustainability - Grade 8
• ON: Geography: Global Inequalities: Economic Development and Quality of Life - Grade 8

About This Topic

The Great Lakes and Water Security focuses on the management and protection of the world's largest freshwater system. Students explore the geographic, economic, and environmental importance of the Great Lakes to both Canada and the United States. This topic is a vital case study in international cooperation and the challenges of protecting a shared resource.

Students will investigate the primary threats to the health of the Great Lakes, including pollution, invasive species, and the impacts of climate change. They will also look at the debate over whether water should be treated as a human right or a commodity to be sold. This topic comes alive when students can use real-world data and collaborative investigations to analyze the health of the lakes and propose solutions for their long-term security.

Key Questions

1. Analyze the environmental trade-offs of large-scale resource extraction.
2. Critique the social and economic impacts of resource development on Indigenous communities.
3. Evaluate different approaches to sustainable resource management.

Learning Objectives

• Analyze the environmental consequences of specific resource extraction methods, such as mining or logging, in Canada.
• Critique the social and economic impacts of resource development on at least two different Indigenous communities in Canada.
• Evaluate the effectiveness of different sustainable resource management strategies in mitigating environmental trade-offs.
• Compare the environmental trade-offs associated with the extraction of different natural resources (e.g., oil sands vs. timber vs. minerals).

Before You Start

Canada's Physical Regions

Why: Students need foundational knowledge of Canada's diverse geography to understand where different natural resources are located and extracted.

Introduction to Environmental Issues

Why: Prior understanding of basic environmental concepts like pollution and habitat loss is necessary to grasp the trade-offs involved in resource extraction.

Canada's Indigenous Peoples

Why: Familiarity with the history and contemporary context of Indigenous communities is essential for analyzing the social impacts of resource development.

Key Vocabulary

Resource Extraction	The process of removing valuable natural resources from the Earth, such as minerals, fossil fuels, timber, or water.
Environmental Trade-off	A compromise where the benefits of resource extraction come at the cost of negative environmental impacts, such as habitat destruction or pollution.
Indigenous Rights	The rights of Indigenous peoples to their lands, territories, resources, and cultural practices, often impacted by resource development projects.
Sustainable Resource Management	Practices that aim to use natural resources in a way that meets present needs without compromising the ability of future generations to meet their own needs.
Social Impact	The effects of an action or policy on the lives and well-being of people, including cultural, economic, and health outcomes.

Watch Out for These Misconceptions

Common Misconception

The Great Lakes are so big that they can't be significantly harmed by pollution.

What to Teach Instead

Because the Great Lakes are a closed system with a slow turnover of water, pollutants can build up and stay in the system for a long time. Using a 'bioaccumulation' model can help students see how even small amounts of toxins can harm the entire food web.

Common Misconception

Water security is only a problem for dry, desert countries.

What to Teach Instead

Even in water-rich regions like the Great Lakes, water security is threatened by pollution, aging infrastructure, and competing demands for use. A 'local water audit' can help students see that water security is a concern for everyone.

Active Learning Ideas

Inquiry Circle: The Invasive Species File

In pairs, students research a specific invasive species in the Great Lakes (e.g., zebra mussels or Asian carp). They must identify how it got there, the damage it is doing to the ecosystem, and one way that scientists are trying to control it.

45 min·Pairs

Formal Debate: Water for Sale?

Divide the class into two sides. One side argues that Canada should be allowed to sell its 'surplus' water to other countries, while the other side argues that water is a human right and a shared heritage that should never be commodified.

50 min·Whole Class

Gallery Walk: The Great Lakes Ecosystem

Display maps and charts showing the water levels, pollution 'hotspots,' and biodiversity of the Great Lakes. Students use a 'health check' chart to identify the most urgent problems facing each of the five lakes.

40 min·Small Groups

Real-World Connections

• Environmental consultants work with mining companies in Northern Ontario to conduct impact assessments and develop mitigation plans for projects like the Ring of Fire, balancing economic development with ecological protection.
• Indigenous leaders from the Haida Nation in British Columbia engage in negotiations with forestry companies to ensure sustainable logging practices that respect traditional territories and biodiversity.
• Government agencies, such as Natural Resources Canada, research and promote technologies for responsible energy extraction, considering the environmental footprint of projects like oil and gas development in the Arctic.

Assessment Ideas

Discussion Prompt

Facilitate a class debate: 'Resolved: The economic benefits of large-scale resource extraction in Canada outweigh the environmental and social costs.' Assign students roles representing different stakeholders (e.g., industry representative, environmental activist, Indigenous community member, government official) to encourage critical thinking and diverse perspectives.

Quick Check

Provide students with a case study of a specific resource extraction project in Canada (e.g., oil sands in Alberta, hydroelectric dam in Quebec). Ask them to identify and list two environmental trade-offs and two social impacts, specifying which stakeholder group is most affected by each.

Exit Ticket

On an index card, have students write one specific example of a sustainable resource management practice they learned about and explain in one sentence how it addresses an environmental trade-off from resource extraction.

Frequently Asked Questions

Why are the Great Lakes so important?

The Great Lakes contain about 20% of the world's surface fresh water. They provide drinking water for over 40 million people, support a massive fishing and shipping industry, and are home to a unique and diverse ecosystem.

What are the biggest threats to the Great Lakes today?

The main threats include pollution from industrial and agricultural runoff, the spread of invasive species that disrupt the food web, and the impacts of climate change, which are causing unpredictable changes in water levels and temperatures.

How do Canada and the U.S. work together to manage the lakes?

The two countries work through organizations like the International Joint Commission (IJC) and agreements like the Great Lakes Water Quality Agreement. These help them coordinate research, set pollution limits, and manage water levels and diversions.

How can active learning help students understand water security?

Active learning, such as the debate on selling water, helps students engage with the ethical and political dimensions of resource management. By researching invasive species or pollution data, they see the 'science' of the lakes in action, making the concept of 'security' much more than just a word in a textbook.